PSYCHOL 2009 - International Psychology

North Terrace Campus - Semester 1 - 2019

This course aims develop student knowledge and skills in relation to how psychological concepts and topics are influenced by international and cross-cultural differences. The cross-cultural focus will attempt to encourage a broader perspective of psychology that reflects upon its western roots, while also encouraging greater `world consciousness? and cultural intelligence. Important topics may include: how mental illness is understood in different parts of the world (e.g., Asia vs. the West, in First nations or Aboriginal people); why certain disorders are more or less recognised or prevalent in different cultures (e.g., eating disorders, forms of addiction) as well as the cultural value or understanding assigned to concepts such personality and intelligence. An international focus will also allow insights into how different cultures or parts of the world differ in how they understand psychological concepts (e.g., the different weight given to biological vs. social or cultural influences) and this will provide opportunities for students who may wish to conduct comparative analysis (either through direct experience or virtually) of how different perspectives or methodologies of research are used in different cultural contexts (e.g. one potentially viable possibility is in South-East Asia).

  • General Course Information
    Course Details
    Course Code PSYCHOL 2009
    Course International Psychology
    Coordinating Unit Psychology
    Term Semester 1
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact Up to 2 hours per week
    Available for Study Abroad and Exchange N
    Prerequisites PSYCHOL 1000, PSYCHOL 1001, PSYCHOL 1004
    Restrictions B.Psych (Adv) (Hons) students
    Course Description This course aims develop student knowledge and skills in relation to how psychological concepts and topics are influenced by international and cross-cultural differences. The cross-cultural focus will attempt to encourage a broader perspective of psychology that reflects upon its western roots, while also encouraging greater `world consciousness? and cultural intelligence. Important topics may include: how mental illness is understood in different parts of the world (e.g., Asia vs. the West, in First nations or Aboriginal people); why certain disorders are more or less recognised or prevalent in different cultures (e.g., eating disorders, forms of addiction) as well as the cultural value or understanding assigned to concepts such personality and intelligence. An international focus will also allow insights into how different cultures or parts of the world differ in how they understand psychological concepts (e.g., the different weight given to biological vs. social or cultural influences) and this will provide opportunities for students who may wish to conduct comparative analysis (either through direct experience or virtually) of how different perspectives or methodologies of research are used in different cultural contexts (e.g. one potentially viable possibility is in South-East Asia).
    Course Staff

    Course Coordinator: Professor Deborah Turnbull

    Please contact Professor Turnbull at deborah.turnbull@adelaide.edu.au . We can also meet in my office and you can make a time with me by emailing me.
    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes
    1. Describe cross- cultural approaches and how these influence the theories and methods that are used to study psychological concepts.
    2. Compare and critically analyse psychological theories from an international perspective.
    3. Demonstrate insights into the way that cultural and international differences might influence the practical application of psychological principles.
    4. Demonstrate an ability to work with others from different cultural backgrounds by applying cross- cultural research methods in the context of a psychological topic.
    University Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    University Graduate Attribute Course Learning Outcome(s)
    Deep discipline knowledge
    • informed and infused by cutting edge research, scaffolded throughout their program of studies
    • acquired from personal interaction with research active educators, from year 1
    • accredited or validated against national or international standards (for relevant programs)
    1, 2, 3
    Critical thinking and problem solving
    • steeped in research methods and rigor
    • based on empirical evidence and the scientific approach to knowledge development
    • demonstrated through appropriate and relevant assessment
    1, 2, 3
    Teamwork and communication skills
    • developed from, with, and via the SGDE
    • honed through assessment and practice throughout the program of studies
    • encouraged and valued in all aspects of learning
    4
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    4
    Intercultural and ethical competency
    • adept at operating in other cultures
    • comfortable with different nationalities and social contexts
    • Able to determine and contribute to desirable social outcomes
    • demonstrated by study abroad or with an understanding of indigenous knowledges
    4
    Self-awareness and emotional intelligence
    • a capacity for self-reflection and a willingness to engage in self-appraisal
    • open to objective and constructive feedback from supervisors and peers
    • able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
    4
  • Learning Resources
    Required Resources

    The course requires access to selected online resources and relevant textbooks.  

    Recommended Resources
    Recommended resources will be provided throughout the course.  

    Journals 
    1) International Journal of Psychology; 
    2) International Perspectives in Psychology.  Research, Practice, Consultation;
    3) The Journal of Cross-Cultural Psychology.  
    Text
    WW Li, Hodgetts D, Foo KH (2018).  Asia-Pacific Perspectives on Intercultrual Psychology.  UK: Routledge. 


  • Learning & Teaching Activities
    Learning & Teaching Modes

    The course is designed to be highly interactive with numerous integrated opportunities for student engagement. There will be 12 interactive tutorials convened by a tutor, with readings provided in advance of the session.  In addition, each student will be assigned a Q and A forum to convene. The course is designed around three modules, each with two online lectures and a series of learning activities.
    Workload

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    6 x 1 hour online lectures = 6 hours
    24 x 1 hour face-to-face tutorials/ online student convened sessions = 24 hours (12 of these will be convened by a tutor and 12 will be undertaken independently by students)

    Weekly reading/other study - 12 sessions x 3 hours
    Learning Activities Summary

    No information currently available.

  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary

     

    ASSESSMENT TASK

    TASK TYPE

    WEIGHTING

    COURSE LEARNING OUTCOME(S)

    Grant Application 

    Summative

    30%

    1,2,3

    Quizzes

    Formative And Summative

    25%

    1,2,3

    Role Play

    Summative

    15%

    4

    Elevator Pitch

    Formative

    10%

    4

    Presentation 

    Formative and Summative

    10%

    1,2,3

    Exam

    Summative

    10%

    1,2,3

     






    Time Frame
    Quizzes: these will be released in week 1, week 4, week 8, week 12 and week 13;
    Presentation: this will be done in class time in week 6; 
    Role Play: this will be done in class time in week 7;
    Elevator Pitch: this will be done in class time in week 8;
    Grant Application: this is due in week 10;
    Exam: this will be done in the exam period.







    Assessment Related Requirements
    Not applicable.
    Assessment Detail

    Quiz: students are required to undertake a self-reflection quiz about cross-cultural competency before and after the course. Three additional online quizzes will assess their responses to material in each of three modules;

    Presentation (week 6): this will take the form of a debate;    

    Role Play (week 7): students will role play a cross- cultural interaction;

    Elevator pitch (week 8) :
    this will form the basis for the grant application;

    Grant Application (week 10):
    this will follow the guidelines for an application to the Australian Psychological Society.

    Exam:
    this will cover all three modules and be in the form of an online quiz. 

     

    Submission
    Submission of assessment pieces is online and via presentations.
    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    RP   Result Pending

    Further details of the grades/results can be obtained from Examinations.

    Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

    Final results for this course will be made available through Access Adelaide.

  • Student Feedback

    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

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